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Need to start each check-in with asking how they are doing and maybe even asking what they are excited about. Making sure to use open-ended questions. To focus on active listening, I need to make sure that I listen without interrupting and I reflect back to confirm my understanding

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I would like to build the connections with my mentee because that is as important as content delivery. I need to be a more active listener

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Listening with curiosity and patience, looking for strengths to build on and opportunities for positive change. Reminding them that setbacks are part of learning, and encourage them to keep trying. Celebrating small wins.

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Pull the resident aside for a brief 5–10 minute informal conversation. Ask, “Would utilizing managerial time feel more manageable, or could we consider before or after school options?” Ensure the teacher has the opportunity to model the coaching strategy during the session and follow up by observing it in action and provide rtf.

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That every person has the potential for growth and positive change.

This belief fosters patience, empathy, and encouragement, helping me support my teachers with confidence and optimism throughout their journey. It reminds me to focus on possibilities rather than limitations.

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Meeting with my teacher resident within 24-48 hours of providing feedback.

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Being mindful of the requirements my teachers have both in the classroom and those outside the classroom makes a difference.

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Supporting resident in ways that respects their (our) time and enhance their effectiveness.

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Getting in their classroom, and setting up a feedback session following. Asking them for the glows and grows , and supporting with my feedback based on what they need.

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Debriefing about the feedback provided

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Intentional real time feedback

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leaving space for the resident to speak; ask more intentional questions; making sure there's time available to give my full attention

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It may involve using the information I gained through the walkthrough to provide the necessary resources.

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Giving positive, constructive feedback and supporting to implement the feedback with the resident

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Decreasing teacher's feeling of being overwhelmed - Focus upon one target area to improve instruction using these steps - give purpose and meaning, model, let coaches practice, and celebrate

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Establishing an open/consistent line of communication

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Creative ways to reverse negative teacher talk about students

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To feel supported

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Learning more about the the expectations of an EC Pre-K teacher

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Teachers are capable of self-directed growth when given the right tools and support.

Student growth is maximized when coaching centers on equity and high expectations.

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Working with my teacher on her lesson plans.

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It might look like giving focused, actionable steps during planning.

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I want model and practice empathy recognizing that mastery takes time and that progress looks different for everyone.

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Ask questions like, what's working and what's not working?

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Take the time to ensure I have chosen the highest-leverage action step so I can "sell" it authentically and effectively.

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Encouraging leadership opportunities, and ensuring the resident receives proficient

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I have given an assignment to prepare a lesson to model for PLC by Friday.

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Debriefing the feedback from my "management" observation this Friday with my resident with confidence and openness, and taking a collaborative approach with how we move forward.

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A check in

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Meet with RT about walk through

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I want to be able to see some changes in the topics we have discussed. And I want to continue providing immediate feedback.

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Use coaching strategies that will help my resident learn best and grow.

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shared lens to focus on student needs and honest feedback and modeling

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I will provide more time to listen and support my person.

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Using standards progression rubrics to support deeper content knowledge since her delivery is strong

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Planning reflection questions to shift her view and offer an opportunity to video record instruction.

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Ask more questions and less talking for me

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Very attentive and supportive

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Frequent check-ins and set aside a designated planning time.

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Releasing responsilblity

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Praising and explaining.

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Work through a lesson together

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Asking reflective questions to build that reflective identity in the resident.

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Finding time to support my resident

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Having resident walk through how they thought the lesson went. Glows and Grows.

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When discussing action steps make a plan together

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Letting my resident come up with the next step or goal. I will be there to guide and support.

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Fostering a great rapport

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Sitting with the teacher the day of to reflect on the day.

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Becoming comfortable producing direct feedback

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Checking in more often like three times a week

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Begin with positive feedback and focus more on a collaborative approach.

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Provide a few questions for her to reflect on before we meet face to face

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I want to strengthen being clear and purposeful in my feedback.

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pointing out the negative while bringing up plenty of positives

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setting timer and intentionality

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I would like to build a stronger support system for my person. I want them to feel supported and heard.

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Modeling how to have a Calm authority and follow through when it comes to classroom management

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Helping them gain confidence in their practice.

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Moving my resident to be more proactive and towards a more collaborative coaching instead of direct.

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Frequent check-ins, lesson supports, strategy sharing

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Offering quick-to-implement resources and ideas to enhance teacher growth and student learning.

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Start to make use a collaborative feedback tool

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Consistent coaching/ modeling opportunities

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Assessing their strengths and weaknesses and making a plan of action to progress positively

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Going into their classroom more and doing some more collaborative efforts

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be more directive with my coaching strategies

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seeing for engaging activities and lesson plans

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Find more time to support my resident

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Building trust and confidence

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I want to build capacity in my teachers as well as open their view to the perspective of their students. How might it feel to be in her classroom as a student?

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work through lesson together

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Being approachable and responsive in a positive and supportive and timely manner

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Having transformational conversations/feedback with one of my residents.

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Create a priority checklist for my resident with due dates

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When talking through what I saw in a walkthrough addressing a concern with certainty

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Watching a lesson and finding the strongest part- applying that to other parts

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Checking in on days that are not our coaching days.

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Prioritize what to focus on

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Shift from problem solved to active listening. Use more powerful questions.

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Be more intentional with identifying their strengths

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Being directive about the non-negotiables and being collaborative about how to meet those expectations.

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Being more collaborative with my resident instead of directive.

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Providing more positive feedback to build confidence.

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Continuing strengthening our relationship so they feel comfortable receiving the different coaching practices

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Touch base about this week's feedback

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Be less directive and more collaborative

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Moving from a more directive model of coaching to a collaborative one. Having my resident set goals.

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Learning WHILE coaching. I need to prepare for what I may see that may be new to me.

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Using intentional questioning to guide my coachee toward finding their own solution

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Give direct support to teacher.

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Being very laser focused during my walkthroughs and not getting distracted with all the other things going on in the classroom.

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Discuss how they best receive information

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Getting into the flow of coaching and collaborating.

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Observation, set up a plan to layout the classroom plan for students and staff

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Giving honest feedback and having a discussion

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Looking more at what the class needs are to support all students

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Building trust and collaboration

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More collaborative approach as opposed to directive and non-directive.

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I want to allow for productive struggle for my teacher. Knowing that I am there for support, but provide them space to solve the problem in their own way before providing guidance.